Enhancement of Reading, Writing and Speaking Skills in Primary Online Class

Authors

  • Nilofar Rashid Reza Headmistress, Junior Primary Section, International Indian School, Al-Jubail, and a research scholar.
  • Anupama T.S Researcher in Geophysics & a teacher in Junior Primary Section, International Indian School, Al-Jubail.
  • Dr. Lubna Khalil A Teacher in Junior Primary Section, International Indian School, Al-Jubail

Keywords:

LSRW, Study Methods, Activities, Worksheets, Methods of Teaching Language.

Abstract

Learning a language opens the door to the contemporary world. This study is an integrated approach to develop reading, writing and speaking skills in primary school children. The techniques are strategically planned and applied in the same academic year through the online platform, so that the subjects of the study are benefitted holistically. Numerous activities are implemented with scientific insight throughout the study. The data collected as part of two different studies to assess the number of children with difficulties in reading and writing skills supplements this integrated study; two separate publications based on these are listed below. Application of the strategies and completion of these activities, with some ongoing, it is concluded, will enrich the interpersonal skills of communication and nourish reading and writing capabilities of children at the primary level.

Author Biography

  • Dr. Lubna Khalil, A Teacher in Junior Primary Section, International Indian School, Al-Jubail

    Lubna Khalil obtained Doctorate in Geography and Post-Doctoral fellowship from ICSR

References

Taylor, L. & P. J. Clarke. October 2020. We read We write: Reconsidering reading writing relationships in primary school children.

Sreena, S. & M. Ilankumaran. December 2018. Developing productive skills through receptive skills: A cognitive approach. International Journal of Engineering & Technology, 7(4):669-673. DOI:10.14419/ijet.v7i4.36.24220,

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425, 20 U.S.C. (2001).

Valentino, R. & Shores. Patterns of literacy among U.S. students. (see note 1).

Snow, Catherine E., M. Susan Burns, and Peg Griffin (eds.). 1998. Preventing reading difficulties in young children. Washington: National Academy Press.

Pressley, M., Nell K. Duke, and Erica C. Boling. 2004. The educational science and scientifically based instruction we need. Harvard Educational Review, 74/1: 30-61.

Cartwright, Kelly B. 2008. Cognitive flexibility and reading comprehension: Relevance to the future. In Comprehension Instruction: Research-Based Best Practices, 2nd. ed., pp. 50-64 New York: Guilford Publishing.

Al Otaiba, Stephanie et al. 2008. Reading first kindergarten classroom instruction and students’ growth in phonological awareness and letter naming-decoding fluency. Journal of School Psychology, 46/ 3 (June): 218-314.

Vogler Kenneth E. et al. 2007. Getting off the back burner: Impact of testing elementary social studies as part of a state-mandated accountability program. Journal of Social Studies Research, 31/2 (October): 20-34.

Griffith, George and Lawrence Scharmann. 2008. Initial impacts of ‘No child left behind’ on elementary science instruction. Journal of Elementary Science Education, 20/3 (July): 35-48.

Downloads

Published

01-01-2021

Issue

Section

Research Articles

How to Cite

Enhancement of Reading, Writing and Speaking Skills in Primary Online Class. (2021). Journal of English Language Teaching, 63(1), 12-19. https://journals.eltai.in/jelt/article/view/JELT630103

Similar Articles

1-10 of 316

You may also start an advanced similarity search for this article.